1、 计算机辅助研究方法兴起的背景计算机辅助研究方法兴起的背景 计算机辅助外语研究方法计算机辅助外语研究方法 计算机辅助研究的设计计算机辅助研究的设计 计算机辅助方法在大学英语研究中计算机辅助方法在大学英语研究中的应用的应用 从培养学生的阅读能力转变为培养从培养学生的阅读能力转变为培养综合应用能力,尤其是听说能力。综合应用能力,尤其是听说能力。 从教师为中心的课堂模式转变为基从教师为中心的课堂模式转变为基于计算机多媒体的教学模式。于计算机多媒体的教学模式。 语言能力语言能力(linguistic competence) 策略能力策略能力(strategic competence) 语用能力语用能力
2、(pragmatic competence) 跨文化交际能力跨文化交际能力(cross-cultural competence) 外语教学思想的变化外语教学思想的变化计算机技术的发展计算机技术的发展语言学理论范式的转变语言学理论范式的转变研究方法的转变研究方法的转变 Grammaticalization Colloqiualization Americanization Neutralization 微变化法微变化法( (MicrogeneticMicrogenetic Analysis) Analysis) 恰当的观察周期、高频度的观察和精细的数据恰当的观察周期、高频度的观察和精细的数据分析
3、。从路径、速率、原因、广度和变异性分析。从路径、速率、原因、广度和变异性5 5个个不同维度观察变化。不同维度观察变化。 学习者语料库方法学习者语料库方法(Learner Corpus Approach) 大样本、多角度对比、观察中介语使用,而不大样本、多角度对比、观察中介语使用,而不是系统,不局限于错误,宏观与微观相结合是系统,不局限于错误,宏观与微观相结合, 利利用计算机。用计算机。 学习者笔语语料库学习者笔语语料库将学生作文的电子文本储存将学生作文的电子文本储存 学习者口语语料库学习者口语语料库 将学生的口语声音文件和声音转写的电子文将学生的口语声音文件和声音转写的电子文本储存本储存 CL
4、EC ( (桂诗春、杨惠中,桂诗春、杨惠中,20032003) COLSECCOLSEC(杨惠中、卫乃兴,(杨惠中、卫乃兴,20052005) SWECCL(文秋芳、王立非、梁茂文秋芳、王立非、梁茂成,成,20052005) 广外与上海交大合作广外与上海交大合作 100 100 万词书面作文语料万词书面作文语料 中学、大英中学、大英4 4、6 6级、英专级、英专4 4、8 8级级 全部语法错误标注全部语法错误标注 COLSEC是是CLECCLEC的配套项目,的配套项目,2002年启动年启动 上海交大杨惠中、卫乃兴上海交大杨惠中、卫乃兴主持主持 规模:规模:40万词万词 大英大英4 4级口试语料
5、,转写、语音和语法错误标级口试语料,转写、语音和语法错误标注注 0505年建成出版年建成出版 SECCLSECCL和和WECCLWECCL二个子库二个子库 200200万词,万词,SECCLSECCL为为100100万词,万词,WECCLWECCL为为100100万词万词 南京大学和外研社合作开发南京大学和外研社合作开发 全国全国1111所大学参加所大学参加 计算机计算机辅助中介语对比分析辅助中介语对比分析(CIA)(CIA)关注正确形式关注正确形式 计算机辅助错误分析计算机辅助错误分析(CEA)(CEA)关注错误形式关注错误形式 不同水平的学习者语料比较不同水平的学习者语料比较 不同母语背景
6、的学习者语料比较不同母语背景的学习者语料比较 学习者口语学习者口语/ /笔语语料比较笔语语料比较 学习者语料学习者语料/ /本族语语料本族语语料 手工进行错误标注手工进行错误标注 用计算机软件批量提取用计算机软件批量提取语料库设计语料库设计:学习者语料库学习者语料库口语子库口语子库笔语子库笔语子库已已 附附 码码未未 附附 码码未未 附附 码码已已 附附 码码语料库可考虑不同变量语料库可考虑不同变量:年级年级年份年份专业专业性别性别口头口头/书面书面英语水平英语水平任务类型任务类型时间时间语音语音文本文本抽样抽样入库入库文本头标注文本头标注(header markup)(header mark
7、up)错误标注错误标注(error tagging)(error tagging)词性赋码词性赋码(POS tagging)(POS tagging)句法标注句法标注(parsing)(parsing) 语音语音 (停顿、节奏、语调)(停顿、节奏、语调) 词汇词汇 (总体特征、某类词)(总体特征、某类词) 语法语法 (过去时、冠词、(过去时、冠词、NP, VP) 语篇语篇 (语篇标记、提问语篇标记、提问) 语用语用(话轮转换)话轮转换) 从不同视角了解学习者的语言使用情况从不同视角了解学习者的语言使用情况正确使用正确使用 (correct use)过度使用过度使用 (overuse)使用不足使
8、用不足 (underuse)未用未用 (unuse)错用错用 (misuse)序号序号搭配性质搭配性质2 2词词丛词词丛频数频数%1 1代代+ +动动I thinkI think10,30010,3000.820.822 2代代+ +动动You knowYou know3,5813,5810.280.283 3动动+ +副副Go abroadGo abroad1,2221,2220.100.104 4形形+ +名名High schoolHigh school7347340.060.065 5介介+ +名名Of courseOf course7287280.060.066 6介介+ +名名In
9、ChinaIn China7117110.060.067 7副副+ +动动There isThere is6896890.050.058 8动动+ +代代Thank youThank you5685680.050.059 9副副+ +副副Very wellVery well5135130.040.041010副副+ +副副Very muchVery much4984980.030.031 1主主+ +谓结构谓结构I dont think so I dont think so 3523520.030.032 2介词短语介词短语In the joint ventureIn the joint ve
10、nture3363360.030.033 3I agree with youI agree with you2012010.020.024 4介词短语介词短语In the middle ofIn the middle of1921920.020.025 5介词短语介词短语For a long timeFor a long time1621620.010.016 6名词短语名词短语The most important The most important thingthing1481480.010.017 7动词短语动词短语Stick to the originalStick to the or
11、iginal1451450.010.018 8介词短语介词短语At the same timeAt the same time1401400.010.019 9动词短语动词短语Give me some adviceGive me some advice1361360.010.011010名词短语名词短语A piece of paperA piece of paper1351350.010.01主主+ +谓结构谓结构序号序号搭配性质搭配性质2 2词词丛词词丛频数频数% %1 1代词短语代词短语It isIt is3,6193,6190.360.362 2名动短语名动短语I thinkI thin
12、k1,7781,7780.180.183 3名词短语名词短语Computer gamesComputer games1,4701,4700.140.144 4名词短语名词短语Mobile phoneMobile phone1,2021,2020.120.125 5动词短语动词短语There areThere are9859850.100.106 6代词短语代词短语Each otherEach other9689680.100.107 7名词短语名词短语Generation gapGeneration gap9419410.090.098 8名词短语名词短语My opinionMy opinio
13、n9359350.090.099 9介词短语介词短语For exampleFor example8578570.080.081010名词短语名词短语Kind ofKind of7317310.070.07序号序号搭配性质搭配性质4 4词词丛词词丛频数频数%1 1介词短语介词短语With the development ofWith the development of4474470.040.042 2名词短语名词短语More and more peopleMore and more people3183180.030.033 3介词短语介词短语On the other handOn the o
14、ther hand2782780.020.024 4介词短语介词短语At the same timeAt the same time2242240.020.025 5动词短语动词短语Pay more attention toPay more attention to1251250.010.016 6介词短语介词短语In our daily lifeIn our daily life1241240.010.017 7副词短语副词短语As we all knowAs we all know1081080.010.018 8介词短语介词短语For a long timeFor a long time
15、1081080.010.019 9介词短语介词短语In the western worldIn the western world98980.010.011010副词短语副词短语All over the worldAll over the world95950.010.01SECCL2-4词 搭 配 对 比02,0004,0006,0008,00010,00012,00012345678910最 常 用 10个 搭 配频数2词 搭 配3词 搭 配4词 搭 配 WECCL课内作文词长比较05,00010,00015,00020,00025,00030,00035,00040,00045,0001
16、字母词2字母词3字母词4字母词5字母词6字母词7字母词8字母词9字母词10字母词11字母词12字母词13字母词14字母词词长频数1年级2年级3年级4年级搭配搭配Great burdenGreat burden* *Great safetyGreat safety* *Great knowledgeGreat knowledgeGreat philosopherGreat philosopherGreat manGreat manGreat jobGreat jobGreat planGreat planGreat universityGreat university* *Great inter
17、estGreat interestGreat effort Great effort Great opportunityGreat opportunityGreat surpriseGreat surprise* *Great partyGreat partyGreat embarrassmentGreat embarrassment* *中国学生情态动词使用对比(梁茂成中国学生情态动词使用对比(梁茂成 2006)Obvious通常和什么词搭配?通常和什么词搭配?It is obvious that结构较多结构较多(LGSWE)(LGSWE)(LGSWE)语料库参数WECCLICLELOCNE
18、SS形符1,014,2472,591,047181,879类符16,25544,83511,876类形符比类形符比1.601.736.53标准类/形符比35.2539.7240.25平均词长4.654.594.72句子总数53,837102,9866,614句长17.8024.0027.49句长标准差11.6818.6820.09段落总数53,8373,863段落长度166.628.45段长标准差173.3679.76强化词类型强化词类型ICE-GBSECCL频数频数万分率万分率频数频数万分率万分率增强词增强词最高程度词最高程度词3946.68240.58加强词加强词311551.916218
19、148.06小计小计350958.596242148.64减弱词减弱词近似语近似语2223.701092.60让步语让步语4026.70651.55弱化语弱化语1081.80100.24最小程度语最小程度语410.68631.50小计小计77312.882475.89合计合计428271.476489154.53强化词类型统计强化词类型统计增强词类型增强词类型ICE-GBSECCL频数频数频率频率频数频数频率频率最高程度词最高程度词absolutely1131.9920.05completely761.2740.10totally781.30130.31perfectly480.8000ent
20、irely510.8510.02fully280.4740.10小计小计3946.68240.58加强词加强词very195232.534816114.67so4677.7897123.12really2784.632145.10too3015.022094.98extremely631.0580.19highly260.4300terribly280.4700小计小计311551.916218148.06合计合计350958.596242148.64减弱词类型减弱词类型ICE-GBSECCL频数频数频率频率频数频数频率频率近似语近似语nearly651.08390.93almost1572.
21、62701.67小计小计2223.701092.60让步语让步语pretty1041.7370.17rather1993.32541.29fairly991.6540.10小计小计4026.70651.56弱化语弱化语slightly891.4810.02somewhat190.3290.21小计小计1081.80100.23最小程度语最小程度语hardly350.58631.50scarcely60.100小计小计410.68631.50合计合计77312.882475.89NConcordance1better the refuse you think with us. They exce
22、llent students. B: er errI think the2more are they If them. etter education to excellent .err.after.the study time, it 3more are females (.) specialties lity . excellent than . males. And . err . f4more are girl that proved ents, and.this excellent than boys. At least, the girls 5more . Um . are t t
23、hat . the females excellent the males, so why not.why d6so are me around students ll I think the excellent and Im under great pleasurepr7so are students the of , because some excellent . B. Oh, you can be excellent,8so are universities in students think the excellent in their high school. But now I9
24、so are here student the now I er excellent that I em B: I see as En10somewhat is abroad education know, s I excellent in some major, such as MBA,11very very is he said . his friend all says excellent absent- reminded.For one hot 12very a be to lionly wants us our excellent people .en.I think you sho
25、u13very is you for private uipment private . excellent . S:A: Yes, I think it is more c14very are university the in many students excellent . Some of them even gain gain15very excellent, are you know S:B: Yes, I excellent student in . the university. 16very and good very was . said his idea excellen
26、t . The g . Thethe guests surro17very was Holm Mr by rink that is served excellent . They had . they all had goo18very be must they must, education. He excellent , umm, to have the, have the c19very is class his because like him a lot excellent . We like to hear what he say 20very are They lessons.
27、me at have given excellent , while some of them are very 21very are that students many here are so excellent . Yea, You have to work hard .22was.er.very party said.the .everyone excellent .un.un.When the party was三个语料库差异显著的常用动词标准频数对比三个语料库差异显著的常用动词标准频数对比序号序号常用动词常用动词中国学生中国学生外国学生外国学生美国学生美国学生1GetGet3434
28、2020- -2LearnLearn3030- - -3SpeakSpeak2323- - -4TellTell2020- - -5ReadRead1919- - -6StudyStudy1818- - -7DevelopDevelop1717- - -8SeeSee1111141421219FeelFeel- - -171710ShowShow- - - - 16 1611 BelieveBelieve- - - - 14 1412ComeCome- - - - 11 11 education* knowledge* cancer* difficulties* worries* inform
29、ation三个语料库中三个语料库中4种态度标记词块的标准频数对比种态度标记词块的标准频数对比短语短语中国学生中国学生外国学生外国学生美国学生美国学生I think16.916.98.28.21.71.7I believe2 21.71.71.51.5I feel0.50.50.50.51.51.5In my opinion8.18.12.82.80.40.4 3-6词语块的词类分布比率词语块的词类分布比率序号序号类型类型百分率百分率1名词(代词)名词(代词)+动词语块动词语块26.82名词语块名词语块21.13动词语块动词语块19.24介词语块介词语块7.45连词语块连词语块76从句语块从句语
30、块5.47to 语块语块3.88惯用法语块惯用法语块3.89形容词语块形容词语块3.310其他语块其他语块2.2 4词语块结尾词的类型对比(百分率)词语块结尾词的类型对比(百分率)词类词类中国学生中国学生 本族语者本族语者动词动词4.95代词代词3.3*0其他功能词(冠词、介词其他功能词(冠词、介词等)等)32.885*名词名词41*10形容词形容词18*0 二种语块组合结构对比(二种语块组合结构对比(10万分率)万分率)句子构建语块句子构建语块美国美国人人中国学中国学生生被动句式被动句式1914主动句式(引导词主动句式(引导词分别为)分别为)I2826We1023*You0.57*One45
31、总总计计42.561* 研究发现:研究发现:(1)中国学生写作中存在过度使用)中国学生写作中存在过度使用3词语块,词语块,语块的种类较少;语块的种类较少;(2)使用最突出的语块类型主要包括)使用最突出的语块类型主要包括3类,类,“名名+动结构动结构”语块、名词语块和动词语块;语块、名词语块和动词语块;(3)使用的语块具有口语化倾向;)使用的语块具有口语化倾向;(4)使用被动句式构建语块较少,明显过度)使用被动句式构建语块较少,明显过度使用以使用以We 和和You引导的主动结构形式。引导的主动结构形式。 SECCL BNC SECCL和BNC中话语标记语语义类型的分布附加性标记语 4589 3.
32、1 13010 2.8强调性标记语 5548 1.2 4512 0.9 有意义填充语 6482 1.4 4521 0.9 And 13026 8421 988.7 .000But 5123 3014 530.9 .000 Very 4752 1437 1775.6 .000I think 3818 2604 229.4 .000 位置位置 BECAUSE X2 P ALTHOUGH X2 P SECCL BNC SECCL BNC句首句首 564 601 1.17 .278 61 78 2.07 .149非句首非句首 1027 700 61.9 .000 197 104 28.73 .000共
33、计共计 1591 1301 258 182 (1)中国学生在作文中是否使用分裂句?与)中国学生在作文中是否使用分裂句?与英语本族语者相比,有什么特点?英语本族语者相比,有什么特点?(2)中国学生在作文中使用分裂句是否出错?)中国学生在作文中使用分裂句是否出错?错误的原因是什么?错误的原因是什么?(3)中国学生在作文中所使用的分裂句是否)中国学生在作文中所使用的分裂句是否恰当?不恰当的使用是否影响语篇信息结构的恰当?不恰当的使用是否影响语篇信息结构的完整和主位结构的推进?完整和主位结构的推进? it 分裂句嵌入句引导词标准频数对比(十万分分裂句嵌入句引导词标准频数对比(十万分率)率)引导词引导词
34、本族学生本族学生中国学生中国学生频数差异频数差异That28.477.2317.64*Which11.50.7910.71*Who8.760.698.07*零位零位1.640.41.24*Where1.090.10.99*总计总计51.469.2142.25*it 分裂句强调成分标准化频数对比(十万分率)分裂句强调成分标准化频数对比(十万分率)假拟分裂句类型标准频数对比(十万分率)假拟分裂句类型标准频数对比(十万分率)类型类型本族学生本族学生中国学生中国学生标准频数差异标准频数差异普通普通wh分裂句分裂句13.1425.6312.49*倒置倒置wh分裂句分裂句4.381.093.29指示分裂句
35、指示分裂句3.832.970.86总计总计21.3530.599.24 假拟分裂句强调成分标准频数对比(十万假拟分裂句强调成分标准频数对比(十万分率分率)指示词是实现情景指称的手段之一指示词是实现情景指称的手段之一, , 包包括括this/thesethis/these和和that/those.that/those.ThisTheseThatThose情景指称情景指称焦点转移Individual DD have quite different distributions across registers.In written expository registers, this/these a
36、re more common than that/those.The singular forms are more common than the plural ones.This/these are most common in academic prose.That is more common in conversation than in other registers.指示语指示语美国学生美国学生中国学生中国学生标准频数差异标准频数差异this/thesethis/these136.8136.845.745.791.191.1* *that/thosethat/those34344
37、3.943.9-9.9-9.9总计总计170.8170.889.689.681.281.2* *中美学生指示代词标准化频数对比(万分率)中美学生指示代词标准化频数对比(万分率)指示代词指示代词美国学生美国学生 中国学生中国学生标准频数标准频数差异差异thisthis40402.42.437.637.6* *thatthat6.86.822.422.4-15.6-15.6* *thesethese3.53.52 21.51.5thosethose11112.72.78.38.3* *总计总计61.361.329.529.531.831.8* * 中美学生指示名词短语标准化频数(万分率)中美学生指
38、示名词短语标准化频数(万分率)指示结构指示结构美国学生美国学生 中国学生中国学生标准频数标准频数差异差异this+NPthis+NP63.363.328.428.434.934.9* *that+NPthat+NP11.611.611110.60.6these+NPthese+NP29.829.812.912.916.916.9* *those+NPthose+NP4.64.67.87.8-3.2-3.2总计总计109.3109.360.160.149.249.2* *P 0.05疑问句标准化频数的比较(疑问句标准化频数的比较(1010万分率)万分率)语料语料类型类型WECCLWECCLICL
39、EICLE频数差异频数差异特殊疑问句特殊疑问句1491491191193030一般疑问句一般疑问句81818888-7-7选择疑问句选择疑问句171713134 4附加疑问句附加疑问句7 75 52 2总数总数2542542252252929 两类学习者使用疑问句的标准频数分布比较(两类学习者使用疑问句的标准频数分布比较(10万分率)万分率)分布分布中国学中国学生生外国外国学生学生频数差异频数差异开头开头828262622020正文正文1421421351357 7结尾结尾303028282 2总计总计2542542252252929高、低年级学生使用疑问句的标准频数比较(高、低年级学生使用疑
40、问句的标准频数比较(1010万分率)万分率) 英语水平英语水平疑问句类型疑问句类型1 1年级年级3 3年级年级频数差异频数差异特殊疑问句特殊疑问句1681681131135555* *一般疑问句一般疑问句10410450505454* *选择疑问句选择疑问句24249 91515* *附加疑问句附加疑问句16162 21414* *总计总计312312174174138138* *高、低水平学生疑问句标准频数分布对比(高、低水平学生疑问句标准频数分布对比(1010万分率)万分率) 分布分布1 1年级年级3 3年级年级频数差异频数差异开头开头919143434848* *正文正文17917910
41、71077272* *结尾结尾424224241818* *总计总计312312174174138138* * * = P 0.05= P 0.05 Then what does education mean? It not only consists of learning basic knowledge from school but also learning experience from life. It gives us perfect skills as well as personalities Does it mean that in this fierce battle p
42、arents are the great losers? Absolutely not. Since they are more experienced about society, therefore more skillful in dealing with some people and affairs around. In this aspect, they exceed their children a great deal, and have the qualification to enlighten their children.(引自WECCL)We are learning
43、 knowledge and other things, all the time. We are small, but searching for truth has never had a boundary and in modern society, new technology is innovated everyday. How can we stop learning?(引自WECCL)大学英语教学中须并重语言使大学英语教学中须并重语言使用与语言知识用与语言知识。DefiniteDefinite88.9%Indefinite Indefinite 82.0%ZeroZero78.4%TotalTotal84.5%Blank filling55.4%Error-correctionCloze(http:/ http:/www.vuw.ac.nz/lals/staff/ http:/ http:/www.praat.org http:/ http:/ Thank You